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FNESC/FNSA Special Education#113 – 100 Park Royal South

West Vancouver, BC V7T 1A2P: 604-925-6087

Toll Free: 1-877-422-3672Fax: 604-925-6097

First Nations Education Steering Committee (FNESC) First Nations Schools Association (FNSA)

2019-2020 SPECIAL EDUCATION PROGRAM SECOND LEVEL SERVICES APPLICATION PACKAGE

FNESC/FNSA Special Education Program (SEP) services are provided by a multidisciplinary team with a mandate to provide educational support services for students with exceptionalities in BC First Nations schools.

What educational support services are available?SEP staff are available to travel to schools (given time and resource availability) to provide on-site support to help meet the needs of students. Services and supports include:

Assessments Consultations and advice Intervention planning and implementation Assistive technology consulting Inclusion services Transition planning In-service and professional development support

Who Provides SEP Services in Schools?The SEP team consists of SEP Coaches, Speech Language Pathologists, Educational Psychologists, Occupational Therapists, a Physiotherapist, and an Assistive Technology Coach.

What resources are available on the SEP Website?Additional information is available at http://www.fnsa.ca and http://www.fnesc.ca, including the forms required to access SEP services and funding.

Who can I contact for more information? Holly Smith, Director, Special Education, [email protected] Toll Free 1-855-250-5083 Barb O’Neill, Executive Assistant, [email protected] T. 604-925-6087 F. 604-925-6097 Rosie Caputo, Manager, Special Education [email protected] T. 604-396-0958

Due date for Application Forms for 2019/20 SEP Service – June 7, 2019

mailto:[email protected]



http://www.fnesc.ca/

http://www.fnsa.ca/

First Nations Education Steering Committee &First Nations Schools Association

ACCESSING SPECIAL EDUCATION PROGRAM SERVICES: OVERVIEW

I. Determine Need

Please refer to the following specific guidelines for individual Special Education Program (SEP) services first, in order to determine areas of student need and service eligibility.

Guidelines for Educational Psychology Assessment Referrals Guidelines for Occupational Therapy Assessment Referrals

II. Complete Appropriate Forms

All students who receive either Education Psychology, Speech Language Therapy, or Occupational Therapy SEP services, require the following two SEP general forms, (School Request Form and Student Referral Form) and one parental consent form (Consent and Disclosure) for each service discipline you are requesting.

SEP School Request Form: check off all of the services you are requesting SEP Student Referral Form SEP Parental Consent for Assessment and Disclosure of Information Form. There are three

separate consent forms, one for each discipline (SLP, OT, Educ Psych).

III. Include Supporting Documentation

Include with your application package any relevant supporting documentation (i.e. medical/specialist, psychological/psychometric, speech-language, occupational therapy, vision, hearing, and achievement/academic reports, as well as SMART Goals).

IV. SEP Service Delivery Models For Educational Psychology (EP) Assessments

Current students who have been approved for High Cost Additional Funding and who require re-assessment will be considered the first priority for this initiative.

For Occupational Therapy (OT) AssessmentsApplications will be reviewed based upon the students’ occupational therapy needs. For applications that are accepted, a FNESC OT will provide support.

For Speech Language Pathology (SLP) AssessmentsApplications will be reviewed based upon the students’ speech language needs. For applications that are accepted, support will be provided in one of two ways:

o A FNESC employed SLP will visit schools that cannot access an SLP on their own; or

o For schools that can access a SLP locally, SEP funding will be provided to reimburse schools for the SLP services, using the established FNESC SLP payment rate.

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SEP Document Checklist

Every school applying for Educational Psychology, Speech and Language Pathology, and Occupational Therapy service, must submit:

SEP School Request Form (Page 8) Individual Student Referral Forms (Pages 9/10)

o Supporting documentation

For each Educational Psychology referral, please submit: Parental Consent form: Educational Psychology (Page 11/12)

For Occupational Therapy referral, please submit: Parental Consent form: Occupational Therapy (Page 13/14)

For Speech and Language Pathology referral, please submit: Parental Consent form: Speech and Language Pathology (Page 15/16)

Please keep in mind: It is imperative that each student referral comes in together with all supporting

documentation, not piece by piece When scanning and emailing your referrals in, copy yourself in the email so you have the

document time and date stamped Have parents/guardians/independent student INITIAL in the boxes on the consent pages,

not merely check off the boxes Keep a copy of each completed referral On the footer of each page, add the school name The due date is strictly JUNE 7, 2019 without exception

If you require further information, please contact the SEP team:

Holly Smith 1-855-250-5083 [email protected] Caputo 604-396-0958 [email protected]

When all forms are complete, please scan and return them to Barb O’Neill at [email protected] or fax to the FNESC office at 604-925-6097.

Deadline June 7, 2019

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FNESC/FNSA EDUCATIONAL PSYCHOLOGY ASSESSMENT GUIDELINES

This document provides guidelines to help schools determine which students should be referred for Educational Psychology assessments.

What is an Educational Psychology assessment?There are different types of psychological assessments that use a variety of techniques aimed at better understanding each student’s specific needs. Assessments are designed in response to referral information, so the assessment procedures selected by the psychologist will be determined according to the perceived challenge(s) for each student.

Most Educational Psychology assessments are conducted with school-aged children, based on referrals in response to challenges the child is experiencing.

Most Educational Psychology assessments explore multiple domains, including: o Cognitive and academic functioningo Language and communicationo Long term and working memoryo Attention and activity levelo Executive functioning/self-regulationo Adaptive functioning/life skillso Social development and emotional functioningo Visual-perceptual/motor/sensory functioning

In order to explore all of these domains, the psychologist normally gathers information from multiple sources, such as direct testing (cognitive, academic, memory, language, etc.), observations (in class, during testing, on the playground), interviews (parents, teachers), rating scales (adaptive skills, executive functioning, behaviour), work samples, report cards, anecdotal reports, etc.

Once psychologists have collected sufficient information about the child, they will hold a debrief meeting with parents, teachers, administrators, educational assistants, and other professionals who work with the child (e.g. paediatrician, speech-language pathologist, occupational therapist, counsellor). These meetings will facilitate a sharing of ideas, additional information sharing with the psychologist, as well as discussion of applicable diagnoses and recommendations for supporting the student at school and at home.

The psychologist completes the assessment with a written report, copies of which are sent to people who need the information, including the school, parents, and outside agencies if consent is provided by the parent/legal guardian. These reports are confidential and are to be kept safely in locked cabinets in the school, with access provided only to individuals who need the information to support the student.

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The Educational Psychology assessment report is meant to be helpful for the child. The recommendations are generally aimed at supporting students at school and should be in keeping with the guidelines for special education support established by each school.

The psychologist will make diagnostic statements that confirm whether or not the child meets the criteria for various types of support. This includes the Ministry of Education criteria for a special education category, the Diagnostic and Statistical Manual of Mental Disorders (DSM) criteria for a disorder, and/or the SEP guidelines for support. They may include statements about other types of support that could be available to the student, either immediately or in the future, such as Ministry of Children and Family Development’s (MCFD) Children and Youth with Special Needs, Community Living BC, Fetal Alcohol Spectrum Disorder (FASD) Keyworker, Provincial Outreach Program for Autism and Related Disorders (POPARD) support for Autism Spectrum, etc.

What are potential benefits of an assessment?

Better understanding: The main goal of the assessment is always to provide the child’s team with ways to support them in school. The assessment should reveal information that was previously not known about the child, so that everyone has a better understanding of the child as a learner, and to help the team to make adjustments to better suit the child’s differences. A diagnosis of a disorder or special need may be made.

Extra supports: If a child is found to meet the criteria for any special needs classifications, the student may have access to additional support, including potential additional funding. For students who transition to a public school, access to services may depend upon meeting the criteria for Ministry of Education classification. This is one reason why psychologists attempt to determine if the student would meet those criteria.

Outside Services: Similarly, there are services provided by outside agencies that are only available to individuals who carry diagnoses. Students who are eligible for extra services, for which a psychology assessment is a significant part of the classification process, include those who have:

o Intellectual Disabilities (IQ and Adaptive Functioning below 70)o Learning Disabilities (IQ is average or higher, academic skills significantly delayed)o Gifted (high IQ, or other evidence of exceptionally high potential)o Autism Spectrum Disorder (must be diagnosed by ICAAN assessment team, but can

include the information provided by our psychologists)o Chronic Health Impairment (includes Fetal Alcohol Spectrum Disorder, which must be

diagnosed by a team including a psychologist)o Students requiring Moderate or Intensive Behaviour Support and/or Mental Illness

(psychology assessments form part of the designation criteria

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Which students should be assessed and timing of assessment?FNESC can only fund assessments for students up to 21 years of age, and usually after the student has received significant levels of intervention in the early grade levels.

Primary: Assessments in the early grades can be appropriate for children who appear to be meeting one of the following key categories:o If a child seems to have an intellectual disability, they could be referred for an

Educational Psychology assessment early (Grade 1 or 2).o If the child presents autistic-like characteristics, he/she should be referred to a family

doctor and/or paediatrician to begin the process of the BC Autism Assessment Network (BCAAN) multidisciplinary assessment, which can take several years to complete. An Educational Psychology assessment could help to support referral for the BCAAN team and may reduce the wait time, but it is not necessary for an autism diagnosis.

Intermediate: Students in Grades 3 to 8 are most frequently referred and assessed.o If the child presents with delays in reading, writing, and/or math, but seems to have

sufficient intelligence to understand everyday materials, he or she may have a learning disability (LD). Such children usually should be referred only after they have been provided sufficient intensive interventions.

o Students with persistent “behaviour” problems should have assessments to rule out learning problems as a cause of their challenging behaviour.

Secondary:o Students who present with LD (either previously diagnosed or suspected) should be

referred for an updated assessment prior to provincial exams beginning in Grade 10 to ensure that they qualify for adjudication adaptations, including a reader, scribe, technology, or extra time.

o An assessment in the secondary school years can also support an LD student’s application for similar adaptations and support in post-secondary up to five years after the assessment is completed.

o Students diagnosed with Intellectual Disability can be eligible for services from Children and Youth with Special Needs (a branch of MCFD) until they reach 19 years of age, and then from Community Living BC. The Ministry responsible for CLBC is now requiring that schools confirm a diagnosis meeting the DSM-IV-TR criteria for “Mental Retardation” and/or DSM-5 criteria for “Intellectual Disability” by the time the student is 16 years of age. This “confirmation” may require an updated Educational Psychology assessment, depending upon the time since the previous assessment, and/or the confidence in the previous diagnosis.

Adults: o Assessments for adults can be appropriate if they have never been assessed previously

and may be entitled to support if they were to receive a diagnosis. Community Living BC provides considerable funding and support for adults with Intellectual Disabilities.

o FASD Keyworkers and CLBC supports are also available to students with a diagnosis of FASD.

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FNESC/FNSA OCCUPATIONAL THERAPY ASSESSMENT GUIDELINES

What is Occupational Therapy?Occupational therapists are registered medical professionals with either BSc or MSc degrees who are trained to assess a person’s ability to function in their activities of daily living. Based on their assessment findings, occupational therapists provide recommendations to improve or enhance existing function.

What is pediatric Occupational Therapy?For children, daily living activities include taking care of themselves, play, and school. Through observation, testing, and interviews with parents, teachers, and other health professionals, occupational therapists identify underlying issues, which may limit a child from reaching their full potential.

What areas might be assessed?Detailed assessments of a child’s physical and functional abilities including sensory processing, self-regulation, motor development, and social ability; can provide occupational therapists with crucial information needed to design a treatment program to optimize development and learning ability.

What treatment(s) might be recommended? Depending on the results of the assessments and gathered information, pediatric occupational therapists might recommend the following: improved participation in physical activity at home and school, increased participation in printing, sensory tools and techniques to enhance self-regulation, and/or improved opportunity for socialization at home and in school.

How do you know if a child needs OT services? The following are a list of possible problems a child might have which would benefit from an assessment by a pediatric occupational therapist:

o Delayed motor development: movement is essential for optimal muscle control. Children who don’t move enough may have obesity, or appear to have a weak or unstable core resulting in poor muscle coordination of right/left side, upper/lower body, eye/eye or eye/hand.

o Slow printing and/or reading: if a child has delays in motor development, they may have trouble coordinating eye and hand muscles needed to print and read. Illegible or laborious printing may also result from inadequate printing instruction.

o Impaired sensory processing: child may have okay hearing and vision, but does not appear to process and make sense of sensory information, thus making learning more difficult.

o Difficulty with self-regulation: children who can’t control their energy states often can’t focus or pay attention. Children who can’t pay attention can’t learn. Children’s bodies need to move to learn. When children sit still or in front of a screen, their body energy becomes either ‘zoned out’ or hyper. When children’s bodies move, their body energy becomes balanced, and learning is easy.

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FNESC/FNSA SPECIAL EDUCATION PROGRAM SERVICES SCHOOL REQUEST FORM

School: _____________________________________

Principal: ___________________________________ Email: _____________________________________SEP Contact _________________________________ Email: _____________________________________

Address: ____________________________________ Town: _____________________________________

Postal Code: _________________________________ Phone/Fax: _________________________________

Service Requested Please complete an application form for new referrals submitted in this application only.

Educational Psychology Assessment (EP)Number of new referrals to EP ______

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Speech Language Service (SLP): please check ONLY one box FNESC Speech Language Service (SLP) OR Speech Language Funding Assistance, SLP Name: __________________________________________

Number of students referred to SLP last year______Number of new referrals to SLP ______

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Occupational Therapy Service (OT): Number of students referred to OT last year ______Number of new referrals to OT ______

******************************************************************************************

Name of person filling out the Form: (please print) ________________________________________________

Contact phone number: _____________________________________________

Principal (or designate) Signature: _____________________________________ Date: ___________________

Return to: Barb O’Neill, [email protected] later than June 7, 2019

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FNESC/FNSA SPECIAL EDUCATION PROGRAM SERVICES STUDENT REFERRAL FORM

Referral Information School: ____________________________

Assessments Applying for: ☐ Educational Psychology ☐ Occupational Therapy ☐ Speech/Language

Student: ______________________________________ Date of Birth/Grade: _________________ Parent/Guardian Names: _________________________ Phone/Email: _______________________ Address: ______________________________________ Physician:__________________________

School: _______________________________________ Date of Referral: ____________________

Referring Person:_______________________________ Diagnosis:__________________________

Attendance (current year absences): _______________ Date of most recent IEP: _______________

Specialists or other Agencies Involved (e.g. Sunny Hill, BC Children’s, Asante Centre, MCFD etc.):____________________________________________________________________________________________________________________________________________________________________________________________Previous assessments and dates completed (please attach copies):

Vision: Hearing:Educational Psychology: Speech-Language Pathology:Occupational Therapy: Paediatrician:

Historical Attendance: # of days missed 2016/17: _______A ______L; 2015/16 _______A ______L

Academic Performance (grade equivalent): Reading_______, Math_______, printing/writing_______

Reason for Referral (be specific):__________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

How long/often has this student been having these difficulties?____________________________________________________________________________________________________________________________________________________________________________________________

Describe the types and frequency of interventions/supports that you are using to support the child (e.g. small group, visual schedules, pre-teaching before the lesson, double dosing core programs, school counsellor, social stories, etc.)__________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

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Referral Information Pg 2

Student Name:_________________________________ School:________________________________

Student's learning style: (activity level, attention, organization, impulsiveness)____________________________________________________________________________________________________________________________________________________________________________________________

Student’s personal characteristics, health or home background:____________________________________________________________________________________________________________________________________________________________________________________________

Describe any behaviour concerns:____________________________________________________________________________________________________________________________________________________________________________________________

Describe the child’s academic development/performance:____________________________________________________________________________________________________________________________________________________________________________________________

Student's fine and gross motor skills compared to age expectations:____________________________________________________________________________________________________________________________________________________________________________________________

Student's speech and language skills compared to age expectations:____________________________________________________________________________________________________________________________________________________________________________________________

Student’s special interests or talents:____________________________________________________________________________________________________________________________________________________________________________________________

Describe his/her social interaction with other students and with adults:____________________________________________________________________________________________________________________________________________________________________________________________

Parent/school relationship: (Are parents involved, concerned, aware of difficulties?)____________________________________________________________________________________________________________________________________________________________________________________________

Any Medical conditions/Medications:____________________________________________________________________________________________________________________________________________________________________________________________

Additional Comments:____________________________________________________________________________________________________________________________________________________________________________________________

***Note: Please submit any SMART goals developed for child along with this form***

Principal (or designate) Signature: ___________________________________ Date: ____________________

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Parental Consent FormSpecial Education Services: Educational Psychology

After consideration by the school team and in consultation with you, it has been determined that Educational Psychology services would be beneficial in supporting your child

Purpose of Assessment

The primary purpose of assessments is to help teachers and parents best support your student in school.

Assessment Process

The Educational Psychology assessment may include any or all of the following:

Collection of information from parent(s)/guardian(s) and school staff Observations conducted by school personnel related to ability, achievement, behaviour and

attendance Testing by a qualified Educational Psychologist Photo needed for assessment purposes

Outcomes

Following the assessment, the Educational Psychologist will discuss the findings and recommendations with relevant school staff and parents/guardians. The Educational Psychologist will write a report describing the assessment findings, and copies will be provided to the school and the parent/guardian.

If your child is not selected by FNESC for assessment during this upcoming school year, your consent must be renewed for any future referral. Authorization and participation in the FNESC Educational Psychology assessment is voluntary.

Right to Withdraw Consent

The parent/guardian/independent student will be notified in advance when the assessment is to take place. Consent may be revoked at any time by notifying the school principal.

Privacy

FNESC/FNSA are subject to the Personal Information Protection Act and takes seriously its obligations to protect the privacy of you and your child. Except as described in this consent, assessment results will be used in the school only by those individuals who are responsible for developing a support program for your child.

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I, _______________________________, provide consent for my child __________________________ to (First and Last Name of Parent or Legal Guardian) (First and Last Name of Student)

Initial all purposes to which you give consent.

Referral and Assessment

_________ Be referred for an Educational Psychology Assessment, and if selected by the FNESC/FNSA Special Education Team, I hereby consent to have my child participate in an Educational Psychology assessment.

_________ Have their photograph taken to be embedded in the final Educational Psychology Report.

Obtain and Release InformationI also grant consent for the Educational Psychologist to:

_________ Read relevant reports about my child contained in the school file.

_________ Consult with other professionals who have seen my child (e.g. Aboriginal Infant Development Program/Community Health Nurse/Teacher/Pediatrician/Occupational Therapist) in order to plan and follow up on your child’s assessment. This may include sharing with such professionals the assessment results and other information about you, your family or your child relevant for such planning purposes.

_________ Discuss pertinent information with representatives of relevant professional agencies who provide support for my child.

Consent RenewalParental consent is valid until revoked, but a renewed consent will generally be sought at the commencement of each new school year. By signing below, I consent to the collection, use and disclosure of my and my child’s information as described above:

Parent/Guardian Signature: ______________________________________________________

Date: ______________________________________________________

For Children Aged 12 Years and OlderI am aware of my parent/guardian’s wishes as expressed above and consent to the collection/use/disclosure of my information as described by this document.

Student Signature: ______________________________________________________

Date: ______________________________________________________

School: ______________________________________________

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Parental Consent FormSpecial Education Services: Occupational Therapy

FNESC/FNSA Occupational Therapy assessment/therapy services may be beneficial in supporting your child in their educational goals. Participation in this program is strictly voluntary and consent can be withdrawn at any time.

Who are Occupational Therapists? Occupational therapists are registered medical professionals who are trained to assess a person’s ability to function in their activities of daily living. Based on their assessment findings, occupational therapists provide recommendations to improve or enhance existing function.

Why an Occupational Therapy Assessment?For children, daily living activities include taking care of themselves, play, and school. Through observation, testing, and interviews with parents, teachers, and other health professionals, occupational therapists identify underlying issues, to develop a plan to assist your child in reaching their full potential.

Assessment ProcessAn assessment may include:

Review of your child’s school file Collection of information from parent(s)/guardian(s) and school staff Observations of your child in their classroom Assessment activities (such as looking at and talking about pictures) Photographs, recorded audio and/or video (for a sample of your child’s ‘everyday’ speaking) The use of video to conduct an assessment of your child from a remote location

What happens after the Assessment?After an assessment, the FNESC/FNSA OT will discuss the findings and next steps with you (if you are available) and your child’s teachers. The FNESC/FNSA OT will write a report and copies will be sent to the school for yourself and the student file. Please ask the school if you do not receive a copy. If recommendations are made to support your child’s needs, the OT will follow-up with available school staff so they can provide appropriate support and Occupational Therapy learning opportunities for your child. On-site training may be provided to school staff working with your child. Additional support may be provided remotely via video coaching (live or recorded).

If your child is not selected for assessment during this upcoming school year, your consent will be requested for any new or future referral. Authorization and participation in the FNESC Occupational Therapy Assessment is voluntary.

Right to Withdraw ConsentThe parent/guardian/independent student will be notified in advance regarding when the assessment is to take place. Consent may be revoked at any time, by notifying the school principal.

Privacy FNESC/FNSA are subject to the Personal Information Protection Act and takes seriously its obligations to protect the privacy of you and your child. Except as described in this consent, assessment results will be used in the school only by those individuals who are responsible for developing a support program for your child.

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_________ Be referred to and participate in a Occupational Therapy assessment and/or therapy conducted by a qualified Speech and Language Pathologist either in-person or via video.

_________ Be video-recorded during therapy activities to provide teaching/training to school staff and to generate feedback on the child’s progress.

Obtain and Release InformationI also grant consent for the Speech Language Pathologist to:




Consent RenewalParental consent is valid until revoked, but a renewed consent will generally be sought at the commencement of each new school year.

By signing below, I consent to the collection, use and disclosure of my and my child’s information as described above:


Date: ______________________________________________________



Date: ______________________________________________________

School: ______________________________________________

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Parental Consent FormSpecial Education Services: Speech and Language Pathology

FNESC/FNSA Speech Language Pathology assessment/therapy services may be beneficial in supporting your child in their educational goals. Participation in this program is strictly voluntary and consent can be withdrawn at any time.

Who are Speech Language Pathologists? Speech-language pathologists (SLPs) are professionals trained to screen, assess, identify and treat a wide range of delays and disorders related to speech and language.

Why a Speech Language Assessment?Language is important for academic and social well-being. An assessment can help us understand your child’s speech and language strengths and needs. It also allows the Speech Language Pathologist to make recommendations and suggestions for school personnel to work on meeting speech goals with your child.

Assessment ProcessAn assessment may include:

Observations of your child in their classroom Assessment activities (such as looking at and talking about pictures) Photographs, recorded audio and/or video (for a sample of your child’s ‘everyday’ speaking) The use of video to conduct an assessment of your child from a remote location

What happens after the Assessment?After an assessment, the FNESC/FNSA SLP will discuss the findings and next steps with you (if you are available) and your child’s teachers. The FNESC/FNSA SLP will write a report and copies will be sent to the school for yourself and the student file. Please ask the school if you do not receive a copy. If recommendations are made to support your child’s speech and language, the SLP will follow-up with available school staff so they can provide appropriate support and speech/language learning opportunities for your child. On-site training may be provided to school staff working with your child. Additional support may be provided remotely via video coaching (live or recorded).

If your child is not selected for assessment during this upcoming school year, your consent will be requested for any new or future referral. Authorization and participation in the FNESC Speech Language Assessment is voluntary.

Right to Withdraw ConsentThe parent/guardian/independent student will be notified in advance regarding when the assessment is to take place. Consent may be revoked at any time, by notifying the school principal.

Privacy FNESC/FNSA are subject to the Personal Information Protection Act and takes seriously its obligations to protect the privacy of you and your child. Except as described in this consent, assessment results will be used in the school only by those individuals who are responsible for developing a support program for your child.

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_________ Be referred to and participate in a Speech/Language assessment and/or therapy conducted by a qualified Speech and Language Pathologist either in-person or via video.

_________ Be video-recorded during therapy activities to provide teaching/training to school staff and to generate feedback on the child’s progress.

Obtain and Release InformationI also grant consent for the Speech Language Pathologist to:




Consent RenewalParental consent is valid until revoked, but a renewed consent will generally be sought at the commencement of each new school year. By signing below, I consent to the collection, use and disclosure of my and my child’s information as described above:


Date: ______________________________________________________



Date: ______________________________________________________

School: ______________________________________________

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